Abstract
Objectives This study aimed to investigate the effects of a collaborative AAC intervention using VSD on integrated class participation and communication behaviors of elementary students with autism spectrum disorder.
 Methods The study participant was one elementary school student with autism spectrum disorder with complex communication needs. The tool for intervention and support plans were established through demand analysis for intervention development and diagnosis for AAC application. The independent variable was the application of cooperative VSD-based AAC intervention, and cooperative team members provided intervention at each intervention places(home, special class, integrated class).
 Results Firstly, there was an increase in desirable classroom behaviors and a decrease in undesirable classroom behaviors in the inclusive classroom participation. Secondly, positive changes were observed through interviews with participating members, including the participant's enjoyment of communication, reduction in problem behaviors, increase in spontaneous participation, increase in behaviors and speech with communication intent, and increase in expressible vocabulary. Changes in the perceptions of the participant's peers and surrounding individuals in the inclusive classroom were also observed.
 Conclusions This study holds significance as the first domestic research utilizing VSD in AAC intervention, enabling students to actively participate in class, supporting interactions peers without disability, facilitating communication with various individuals in diverse environments, allowing students to independently request a tablet PC or create VSD boards, and effectively linking individualized education objectives with the AAC intervention.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call